Evaluation completes the total quality loop. The
following highlights areas to be evaluated and how they are measured.
Evaluation of training results can cover knowledge, reaction, behavior and
functional results. These are not fixed recipes; the correct approach should
suit local situations and company environment.

IS EVALUATION NECESSARY?

Without evaluation, there will be no objective
way to isolate and measure the impact of training. If training is an investment
like other activities, its returns on business should be measured like any other
investments. However, evaluation is time consuming and has many subjective
sides. But the more evaluation is planned and desired, the more one can reduce
guesswork, and the more this makes evaluation worthwhile. Organizations who
want to fully benefit from training should do their best to apply all evaluation
forms as much as they can.

At the level of reaction: to evaluate employees reaction to the course to
know those parts of the course that need alteration. This type of evaluation is
of little value to the trainee or the customer, but it is of value to the
trainer.

To measure Reaction: Interviews,
impressions, scale-rating of sessions can be made at the end of the training or
even after each session. These are used for steering purposes: for rectifying
and deciding what to do next. However, long-term evaluation of the reaction may
be needed to confirm the results of short-term reaction-evaluation, provided
that does not mix with behavioral or functional training. The way to evaluate
should be tailor-made to be effective and objective.

Evaluating the learning level: to obtain information on the amount of learning as
a result of training. This evaluation is immediate and is done through
examinations. Immediate evaluation does not indicate ability of trainees to
apply knowledge in business.

To Measure Learning: Learning can be
divided into knowledge, skill, and attitude. Evaluation of
acquisition of knowledge can be by tests and examinations: open questions,
multiple choice, oral examinations. In order to measure improvements, tests can
be administered at the beginning then results are compared with later test
results.

To measure Skill learning
are measured through practical tests in which the trainee is given the
opportunity to show learned skills. Again, improvement is determined from the
difference between the first test at the beginning and subsequent tests at the
end of the training.

To Measure Attitude Learning: is difficult to measure and
appreciate, measure are sometimes complex and subjective, not easy to isolate
and evaluate.

To Measure Behavior: The best factor for
this purpose is to get trainers actively involves themselves as far as possible
in the job situation of their trainees. This will not be possible for trainers
external to company. Possible ways for measuring behavior are activity
sampling, observation of specific incidents, appraisal by superiors, and
self-appraisal. All these methods can be used before training. Then results
compared with evaluations post-training. Evaluation before training in this
case can be used to define training needs and objectives. In long-term training
where trainees return o work at regular time interval, behavior evaluation can
be used to “steer” training between intervals.

Evaluation of the change in behavior measures the change in behavior at work of the
trainee as a result of training, which is a measure of the effectiveness of the
training if it addresses behavioral results. This type of training is more
difficult to measure than the first two types.

Evaluation at the functional level
is used to measure the effect of training and changes in behavior on the
performance at work, on the productivity or efficiency. Long-term evaluation or
ultimate evaluation is sometimes the name given to this type of evaluation. It
is difficult to know the amount of improvement directly tied to training.

To Measure Impact on Functioning: Productivity, efficiency, performance, or any index
of functioning can be used to evaluate the impact of training on business. Once
the effect of training is isolated, it can be measured in hard figures.

The difficult parameter is to refer improvement
in productivity or efficiency to training. In this case if the objectives of
training are very clearly defined this will help evaluation at this level.

The use of control groups can help evaluate the
impact of training. Control groups are employees which does not undergo
training and used as a reference. The performance of the group who followed
training can be compared to that of the control group. However, there are
practical difficulties of obtaining and matching control groups in industrial
life.

Objective Setting and Evaluation:
Planners of training should set objectives in one, some or all the four levels
of evaluation. If these objectives are defined and were specific, it would be
possible evaluate at every level.

Evaluation in Training

Evaluation by the Customer (Who pays to
receive training)

Evaluation before
training focuses on the content of the training courses, the
effectiveness of the vendors delivering such training, and the expected
contribution of programs to business performance.

Evaluation during
training
focuses on the employee’s feedback on what he/she
is acquiring at the time of training delivery. The feedback is provided in a
questionnaire-form. Before training starts, a copy of an evaluation
questionnaire is distributed to employees to obtain their input on
pre-determined evaluation indicators rather than depending on a narrative report
that may not be focused on useful feedback. The questionnaire also serves as a
basis for interviews or later development. This evaluation phase is an early
start of the assessment process rather than evaluating the training after
delivery when employees may lose focus or forget what needs to be emphasized.

Evaluation After
training
is divided into short-term and long-term evaluation. TheShort-term
evaluation starts when the supervisor holds an interview with the employee
to identify and clarify personal benefits derived from training.The
interview is an intermediate evaluation step to verify that the primary
impressions about the course mentioned in the questionnaire are correct and that
training can be translated into ideas that are beneficial to business. The
questionnaire form serves as a source data for the interview. The Long-term
evaluation is introduced to measure concrete impact of training on
business: when both employee and supervisor decide to develop a plan and follow
up its action steps to maximize benefits gained at work.

At the end of the
evaluation process the initial impressions will be supported by measurable
scorecards of real business gains from training.The long-term evaluation
addresses the difficult issue of isolating and measuring the impact of training
on business. Without long-term evaluation, the evaluation cycle is not
complete. This type of evaluation is applied for the first time ever in Gupco
and in the local industry.

EVALUATING A TRAINING COURSE BY TRAINEES (During
Training)

The purpose of course evaluation is to assess
course delivery and content. There are three forms of evaluation according to
the time:

Ad-hoc
evaluation during instruction;

Review
at the end of a day of work;

Seminar
evaluation following completion of the subject-related part of the course.

The evaluation has various functions.

It:

can help
participants become conscious of latent feelings and moods;

provides
the group with the opportunity to get rid of “bottled-up” tension and “blow off
steam”;

helps
in the case of conflicts and disagreements to assess the approval or rejection
of theses, the strength of the opposing parties, and the interest of the
remaining participants in the controversy.

As diverse as the functions of an evaluation are,
it can also be applied in as many ways. The form of evaluation the moderator
chooses depends on which of the aforementioned aspects he is particularly
interested in.

Evaluation During Course Work

If the moderator (instructor) has the impression
that the subject-specific work is not proceeding as it should, but he is not
sure why, he can conduct an ad-hoc evaluation:

to
test the participants’ understanding of the material;

to
determine the general mood in the group and the level of motivation;

to
allow participants to comment on the current situation (passivity, lack of
enthusiasm, conflict, etc.)

Evaluation With the Help of a Checklist

Can be done during a session, at the end of the
day, where the instructor evaluates the course according a pre-defined list.
Answers on the items of the check list is sought from the participants.

EVALUATION IN GROUPS

Evaluation can be done at the level of the person
or in groups. Group evaluation will allow discussion and also permit
participants to explain their views.

REVIEW AT END OF THE DAY

An evaluation round at the end of the day gives
the participants the opportunity to state their opinions on the contents and
course of the program. It also gives them the opportunity to contribute to the
structure and organization of the course. The moderator is given the chance to
reflect on the results and draw conclusions for the following days.

OVERALL EVALUATION

At the end of the training, a thorough evaluation
should be conducted which addresses all aspects of the program. As a rule, an
evaluation of this kind consists of a written part, in which the participants
evaluate individually, followed by general discussion.